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Students write simple letters to their pen pals each month, focusing on one writing style at a time, such as describing their day, sharing favorites, or writing about their family. They read their pen pal's responses aloud in class and create a display wall showing letters and drawings from their global friends. This is a monthly project, looking to connect students from all over the world.

Students research and document knitting and crochet techniques, patterns, and cultural significance from their own communities, then exchange photos, videos, and written descriptions with partner classrooms internationally to compare styles, materials, and meanings. They create a shared digital gallery showcasing how different cultures use these crafts.

Students take photos or draw pictures of different rooms in their homes and write simple captions about what happens there and who lives with them. During a live video call with the partner class, they show and share their homes, asking questions about how the other classroom's homes are similar or different, and discovering fun facts about family life around the world.

Students create a personal introduction video or digital profile sharing their name, passions, and daily routines, then exchange these with a partner class to discover similarities and differences across cultures. They compare what they learned and discuss what surprised them about students their age in another part of the world.

Students research real-world examples of how technology is being used to address Zero Hunger and Quality Education in different countries, then share their findings with a partner class online via video call to compare what they discovered and learn about solutions in other communities.

Students explore their own native writing system, learning its history and unique features, then create a simple visual guide showing letters or characters alongside illustrations. They share their alphabet story with an international partner class through a digital presentation or poster exchange, comparing how different writing systems look and work.

Green or Greenwashed? Spotting the Truth Behind "Eco-Friendly" Ads and Product Labels In this project, high school students become "greenwashing detectives." Together with partner classes around the world, they investigate the products around them and ask: when a label says "green," is it telling the truth? Students hunt for real "eco-friendly" advertising claims in their own countries and analyze the hidden tricks behind them. Then they exchange findings with their partner class and compare across cultures: Do brands greenwash the same way in different countries? Which claims fool people most, and why? Through this dialogue, students learn about each other's cultures, consumer habits, and environments. Each class creates infographics and short films that reveal the truth, then shares and responds to one another's work. Finally, partners propose small, real actions they can take together as critical, responsible consumers. This project connects to the UN Sustainable Development Goals — SDG 12 (Responsible Consumption), SDG 13 (Climate Action), and SDG 4 (Quality Education) — while building English communication and media literacy across borders.

Hello! We are the K-Ambassador Club at Elementary School in the Republic of Korea. Students create multimedia content, including videos and online books, showcasing their daily school experiences and local culture, then exchange these materials with partner classrooms worldwide. Students explore diverse contributions from international peers, compare similarities and differences in school life and cultural practices, and co-create a shared digital space celebrating their intercultural discoveries and global friendships.

Students create their own week-long cultural showcase for the Global Show, Culture Glow platform, designing presentations, recipes, tradition explanations, and interactive activities that authentically represent their own city or country. They lead a live video call with an international classroom, presenting their culture and facilitating dialogue about how their traditions connect to global themes like sustainability, community, or identity.

Students work with their partner class to create a simple poster or drawing showing ideas for how people in their neighborhoods could use cars less, such as walking, biking, or sharing rides. They present their best ideas to their school or local community, explaining why reducing car trips helps keep the air cleaner for everyone.

Students engage in connection & empathy activities focused on the chosen theme.

Students explore and share their personal stress relief methods through presentations and videos, then compare what they do with classmates from the partner school to discover similarities and differences across cultures. They create a simple list or poster showing the different ways people in both countries calm down when stressed. I would like to hold a first meeting to introduce it before the main class. If you can do one-on-one or live classes and can accommodate about 15 students, please be sure to leave a message in the chat! I’ll check your message and get back to you. The project activity details listed below are examples, and I hope you can discuss and decide together on the teaching methods, content, and timing. The guidelines for the main class I’m thinking about are as follows. The topic is mental health and my ways of relieving stress. The topic of the class is how to resolve situations when stress occurs. 1. Understanding emotions in stressful situations (Teacher’s explanation: 5 minutes) 2. My Personal Stress Relief Methods (Student presentations: 20 minutes) 3. A healing performance or program for the other country (for example, playing an instrument or singing: 5 minutes)